TY - JOUR
T1 - District and school physical education policies
T2 - Implications for physical education and recess time
AU - Lounsbery, Monica A.F.
AU - McKenzie, Thomas L.
AU - Morrow, James R.
AU - Monnat, Shannon M.
AU - Holt, Kathryn A.
N1 - Funding Information:
Acknowledgments This project was supported by a grant (number 67113) from Active Living Research, a National Program of the Robert Wood Johnson Foundation. We wish to thank Drs. Aaron Beighle, Michael Kanters, Hans van der Mars, and Alex Vigo for their assistance in this study. The S-PAPA instrument is available from Active Living Research at: http://www.activelivingresearch.org/node/12238
PY - 2013/2
Y1 - 2013/2
N2 - Background: The relationship between physical education (PE) policies and children's PE and recess time is not well understood. Purpose: The purpose of this study is to assess the association of district and school PE policies, the PE environment, and PE and recess time. Methods: Key informants in 65 schools from 9 states completed instruments assessing district and school PE policies, the school PE environment, and time in PE and recess. Results: Few significant associations were found between PE policies and PE or recess minutes; no policies were associated with both. A number of PE environmental variables were associated with both policies and time in PE and recess. Conclusions: PE policies, their implementation, and PE environmental variables can have important implications for recess time. Some school PE environment measures designed to improve PE may result in PE time limitations. Deficiencies in PE and recess time are not likely to be effectively addressed through policy adoption alone.
AB - Background: The relationship between physical education (PE) policies and children's PE and recess time is not well understood. Purpose: The purpose of this study is to assess the association of district and school PE policies, the PE environment, and PE and recess time. Methods: Key informants in 65 schools from 9 states completed instruments assessing district and school PE policies, the school PE environment, and time in PE and recess. Results: Few significant associations were found between PE policies and PE or recess minutes; no policies were associated with both. A number of PE environmental variables were associated with both policies and time in PE and recess. Conclusions: PE policies, their implementation, and PE environmental variables can have important implications for recess time. Some school PE environment measures designed to improve PE may result in PE time limitations. Deficiencies in PE and recess time are not likely to be effectively addressed through policy adoption alone.
UR - http://www.scopus.com/inward/record.url?scp=84879106182&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84879106182&partnerID=8YFLogxK
U2 - 10.1007/s12160-012-9427-9
DO - 10.1007/s12160-012-9427-9
M3 - Article
C2 - 23334759
AN - SCOPUS:84879106182
VL - 45
SP - S131-S141
JO - Annals of Behavioral Medicine
JF - Annals of Behavioral Medicine
SN - 0883-6612
IS - SUPPL.1
ER -
